The purpose of this research is to identify the problems encountered by Tunisian students who learn Turkish as an elective course while learning Turkish and to offer solutions to these problems. The study was designed according to the quantitative research method. In the study, survey form used as the data collection tool obtained from Tunisian students who learn Turkish at Turkey Maarif International School located in Tunisia, Hrari and Bardon Schools, 9 April University by taking their opinions. In this context, 41 students took part in the study. Content analysis method was used in the analysis of the data. The questions asked to students about language skills were prepared based on the acquisition table in the Common European Framework of Reference for Languages. In this study, student opinions are gathered around three main titles and these titles are; basic language skill, language and cultural difference and grammar. As a result of the analysis of the data, it has been determined that Tunisian students who learn Turkish as an elective language have problems with their language skills, especially in writing and reading, grammar, especially past time differences, forming sentences, Turkish being a gravitational language, possessive suffixes, phrases, alphabet learning and pronunciation. Considering all the results of the research, the teachers who teach Turkish in Tunisia; It can be said that students should take into account the facilitating and challenging effects that result from both having Arabic as a mother tongue and knowing French as a second language, as well as taking into account as much communication activities as possible, taking into account the problems experienced by students in the productive language.
Turkish education, language skills, teaching Turkish to foreigners, Tunus
|Author :||Muhammed Eyyüp SALLABAŞ - Fatma Zeynep EMİN AVCI|
|Number of pages:||248-266|